reflective writing on presentation

Tips to Write a Reflective Essay on a Presentation

📅 Updated on September 20th, 2023

Reflective writing is an important skill that helps people think about their experiences and share their thoughts and feelings about something special. When we reflect on a presentation, like a group project, a lecture, or a talk we gave, it’s essential to know how to write a great reflective essay.

Here we will provide helpful tips and guidelines to assist you in writing an effective and meaningful reflective essay on a presentation. By following these suggestions, you’ll be able to express your thoughts and reflections in a clear and powerful way. Let’s explore the key aspects of writing a perfect reflective paper on a presentation .

Reflective Writing on Presentation – Key Steps and Ideas

Reflective writing on presentation involves looking closely at the experience of the presentation and analyzing how it has influenced your learning and personal growth. Here are some helpful tips to assist you throughout the reflective writing process:

• Understand the purpose: Before you begin writing your reflective essay, take some time to comprehend the purpose of the presentation and the goals you aimed to achieve. Consider who the intended audience was, what the topic was, and the objectives set for the presentation.
• Recall the presentation: Take a moment to reflect on the presentation itself. Think about the content, structure, and delivery of the presentation. Consider its strengths and weaknesses, the challenges you encountered, and the overall effectiveness of the presentation.
• Identify key learnings: Reflect on what you have learned from the presentation. Did it help you gain a better understanding of the topic? Did it challenge your existing knowledge or beliefs? Identify the significant insights or new perspectives you gained through the presentation.
• Analyze your performance: Evaluate your own performance as a presenter or group member. Assess your presentation skills, such as how well you communicated, organized, and engaged with the audience. Reflect on the aspects that went well and areas where you could improve.
• Connect personal experiences: Relate the presentation to your own experiences, knowledge, or values. Did the topic resonate with you on a personal level? How did it connect to your life or previous experiences? Reflect on the significance of these connections and how they influenced your understanding or perspective.
• Consider different perspectives: Think about different viewpoints or opinions that were presented during the presentation. Did it challenge your own beliefs or expose you to alternative perspectives? Reflect on how these differing viewpoints affected your thinking and whether they prompted any changes in your own perspective.
• Reflect on the presentation’s impact: Consider the overall impact of the presentation on your learning and personal growth. Did it broaden your knowledge, sharpen specific skills, or inspire you in any way? Reflect on the lasting effects the presentation had on you and how it may influence your future endeavors.
• Use examples and evidence: Support your reflections with specific examples and evidence from the presentation. This could include famous or motivational quotes, anecdotes, or references to specific moments or visuals. Using concrete examples strengthens your reflective essay and adds depth to your reflections.
• Express emotions and thoughts: Remember that reflective writing allows you to express your emotions and thoughts freely. Don’t shy away from sharing how the presentation made you feel or the thoughts that arose during and after the presentation. Reflect on the emotional impact and its significance to your overall experience.

Try to Write a Perfect Reflective Essay on a Presentation

Writing a perfect reflective essay requires careful consideration of the structure and content. Follow these tips to ensure your essay is well-crafted:

• Introduction: Begin your essay with a brief introduction that provides context for the presentation. Mention the topic, purpose, and any relevant background information.
• Body paragraphs: Organize your essay into several paragraphs, each focusing on a specific aspect of the presentation. Use clear subheadings to guide the reader. Here are some suggested subheadings:
• Presentation Overview: Provide a summary of the presentation , including the format (oral, video, PowerPoint presentation), the topic, and the main points covered.
• Personal Reflection: Share your personal thoughts and feelings about the presentation. Discuss how it impacted you, what you found most interesting or challenging, and any personal connections you made.
• Learning Outcomes: Reflect on the knowledge and skills you acquired or developed as a result of the presentation. Discuss how the presentation contributed to your learning and any changes in your perspective or understanding.
• Strengths and Weaknesses: Analyze the strengths and weaknesses of the presentation. Evaluate the effectiveness of the content, delivery, visuals, and overall organization.
• Group Dynamics (if applicable): If the presentation was a group project, reflect on the dynamics within the group. Discuss how the group worked together, the challenges faced, and any lessons learned from collaborating with others.
• Use examples: To support your reflection, provide specific examples and anecdotes from the presentation. Use these examples to illustrate your points and provide evidence for your reflections.
• Conclusion: Conclude your essay by summarizing the key insights and learnings from the presentation. Reflect on how the experience has contributed to your personal and academic growth.

Enhance Your Skills with Valuable Guidance

Students can find a wealth of advice and tips on writing a reflective essay on a presentation from various sources. Here are some places where they can seek guidance and support:

• Academic Writing Centers: Many educational institutions have writing centers that assist students. These centers provide resources, workshops, and one-on-one consultations where students can receive guidance on reflective writing and essay composition. One specific example of an academic writing center is the Writing Center at Harvard University .
• Online Writing Resources: There are numerous websites and online platforms dedicated to providing writing tips and guidelines. These resources often include step-by-step guides, sample essays, and explanatory videos that can help students understand the process of writing a reflective essay on a presentation. Purdue Online Writing Lab (OWL) is a prominent example of an online platform dedicated to providing writing tips and guidelines.
• Writing Guides and Books: Students can also refer to writing guides and books that focus on reflective writing. These resources provide comprehensive information on various aspects of reflective writing, including structuring an essay, using appropriate language, and analyzing experiences.
• Online Forums and Communities: Participating in online forums and communities dedicated to academic writing can be beneficial. Students can engage with peers and experts in discussions, ask questions, and seek advice specific to their reflective essay on a presentation.
• Professional Writing Services: In some cases, students may choose to get help from a trustworthy essay writing service which offers personalized support and guidance, helping students develop their reflective essays effectively. While this website offers professional writing assistance, it can also be a valuable tool in helping students solve the problem of crafting a reflective essay on a presentation.
• Al Tools for Enhanced Writing: In the digital age, AI-driven tools are crucial for students. Paraphrasing tools assist in rephrasing sentences without altering their meaning, helping to avoid plagiarism. However, they should be used judiciously. Grammar checkers, like Grammarly or grammarcheck, identify and rectify errors, ensuring polished and error-free essays. Using these tools enhances the quality of student writing.

Avoid Common Reflective Essay Mistakes

When writing a reflective essay on a presentation, it is important to avoid some common mistakes that can hinder the effectiveness of your essay. Here are a few key mistakes to avoid:

• Superficial Reflection: Avoid providing a shallow or superficial reflection on the presentation. Instead, strive to delve deeper into your thoughts, feelings, and insights regarding the experience. Be thoughtful and introspective in your analysis.
• Lack of Structure: Avoid writing the essay without a clear structure. Ensure your essay has an introduction, body paragraphs, and a conclusion. This will help you present your ideas in a logical and organized manner.
• Focusing Only on the Positive: Avoid solely focusing on the positive aspects of the presentation. Reflect on both the strengths and weaknesses of the presentation, as well as the challenges faced. This will demonstrate a more balanced and critical reflection.
• Neglecting Personal Growth: Don’t forget to discuss how the presentation has contributed to your personal growth and learning. Reflect on how the experience has influenced your knowledge, perspectives, and skills.

By avoiding these mistakes and striving for a thoughtful, well-structured, balanced, and growth-oriented reflection, you can enhance the quality and impact of your reflective essay on a presentation.

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What Is Reflective Writing? (Explained W/ 20+ Examples)

I’ll admit, reflecting on my experiences used to seem pointless—now, I can’t imagine my routine without it.

What is reflective writing?

Reflective writing is a personal exploration of experiences, analyzing thoughts, feelings, and learnings to gain insights. It involves critical thinking, deep analysis, and focuses on personal growth through structured reflection on past events.

In this guide, you’ll learn everything you need to know about reflective writing — with lots of examples.

What Is Reflective Writing (Long Description)?

Table of Contents

Reflective writing is a method used to examine and understand personal experiences more deeply.

This kind of writing goes beyond mere description of events or tasks.

Instead, it involves looking back on these experiences, analyzing them, and learning from them.

It’s a process that encourages you to think critically about your actions, decisions, emotions, and responses.

By reflecting on your experiences, you can identify areas for improvement, make connections between theory and practice, and enhance your personal and professional development. Reflective writing is introspective, but it should also be analytical and critical.

It’s not just about what happened.

It’s about why it happened, how it affected you, and what you can learn from it.

This type of writing is commonly used in education, professional development, and personal growth, offering a way for individuals to gain insights into their personal experiences and behaviors.

Types of Reflective Writing

Reflective writing can take many forms, each serving different purposes and providing various insights into the writer’s experiences.

Here are ten types of reflective writing, each with a unique focus and approach.

Journaling – The Daily Reflection

Journaling is a type of reflective writing that involves keeping a daily or regular record of experiences, thoughts, and feelings.

It’s a private space where you can freely express yourself and reflect on your day-to-day life.

Example: Today, I realized that the more I try to control outcomes, the less control I feel. Letting go isn’t about giving up; it’s about understanding that some things are beyond my grasp.

Example: Reflecting on the quiet moments of the morning, I realized how much I value stillness before the day begins. It’s a reminder to carve out space for peace in my routine.

Learning Logs – The Educational Tracker

Learning logs are used to reflect on educational experiences, track learning progress, and identify areas for improvement.

They often focus on specific learning objectives or outcomes.

Example: This week, I struggled with understanding the concept of reflective writing. However, after reviewing examples and actively engaging in the process, I’m beginning to see how it can deepen my learning.

Example: After studying the impact of historical events on modern society, I see the importance of understanding history to navigate the present. It’s a lesson in the power of context.

Critical Incident Journals – The Turning Point

Critical incident journals focus on a significant event or “critical incident” that had a profound impact on the writer’s understanding or perspective.

These incidents are analyzed in depth to extract learning and insights.

Example: Encountering a homeless person on my way home forced me to confront my biases and assumptions about homelessness. It was a moment of realization that has since altered my perspective on social issues.

Example: Missing a crucial deadline taught me about the consequences of procrastination and the value of time management. It was a wake-up call to prioritize and organize better.

Project Diaries – The Project Chronicle

Project diaries are reflective writings that document the progress, challenges, and learnings of a project over time.

They provide insights into decision-making processes and project management strategies.

Example: Launching the community garden project was more challenging than anticipated. It taught me the importance of community engagement and the value of patience and persistence.

Example: Overcoming unexpected technical issues during our project showed me the importance of adaptability and teamwork. Every obstacle became a stepping stone to innovation.

Portfolios – The Comprehensive Showcase

Portfolios are collections of work that also include reflective commentary.

They showcase the writer’s achievements and learning over time, reflecting on both successes and areas for development.

Example: Reviewing my portfolio, I’m proud of how much I’ve grown as a designer. Each project reflects a step in my journey, highlighting my evolving style and approach.

Example: As I added my latest project to my portfolio, I reflected on the journey of my skills evolving. Each piece is a chapter in my story of growth and learning.

Peer Reviews – The Collaborative Insight

Peer reviews involve writing reflectively about the work of others, offering constructive feedback while also considering one’s own learning and development.

Example: Reviewing Maria’s project, I admired her innovative approach, which inspired me to think more creatively about my own work. It’s a reminder of the value of diverse perspectives.

Example: Seeing the innovative approach my peer took on a similar project inspired me to rethink my own methods. It’s a testament to the power of sharing knowledge and perspectives.

Personal Development Plans – The Future Blueprint

Personal development plans are reflective writings that outline goals, strategies, and actions for personal or professional growth.

They include reflections on strengths, weaknesses, opportunities, and threats.

Example: My goal to become a more effective communicator will require me to step out of my comfort zone and seek opportunities to speak publicly. It’s daunting but necessary for my growth.

Example: Identifying my fear of public speaking in my plan pushed me to take a course on it. Acknowledging weaknesses is the first step to turning them into strengths.

Reflective Essays – The Structured Analysis

Reflective essays are more formal pieces of writing that analyze personal experiences in depth.

They require a structured approach to reflection, often including theories or models to frame the reflection.

Example: Reflecting on my leadership role during the group project, I applied Tuckman’s stages of group development to understand the dynamics at play. It helped me appreciate the natural progression of team development.

Example: In my essay, reflecting on a failed project helped me understand the role of resilience in success. Failure isn’t the opposite of success; it’s part of its process.

Reflective Letters – The Personal Correspondence

Reflective letters involve writing to someone (real or imagined) about personal experiences and learnings.

It’s a way to articulate thoughts and feelings in a structured yet personal format.

Example: Dear Future Self, Today, I learned the importance of resilience. Faced with failure, I found the strength to persevere a nd try again. This lesson, I hope, will stay with me as I navigate the challenges ahead.

Example: Writing a letter to my past self, I shared insights on overcoming challenges with patience and persistence. It’s a reminder of how far I’ve come and the hurdles I’ve overcome.

Blogs – The Public Journal

Blogs are a form of reflective writing that allows writers to share their experiences, insights, and learnings with a wider audience.

They often combine personal narrative with broader observations about life, work, or society.

Example: In my latest blog post, I explored the journey of embracing vulnerability. Sharing my own experiences of failure and doubt not only helped me process these feelings but also connected me with readers going through similar struggles. It’s a powerful reminder of the strength found in sharing our stories.

Example: In a blog post about starting a new career path, I shared the fears and excitement of stepping into the unknown. It’s a journey of self-discovery and embracing new challenges.

What Are the Key Features of Reflective Writing?

Reflective writing is characterized by several key features that distinguish it from other types of writing.

These features include personal insight, critical analysis, descriptive narrative, and a focus on personal growth.

• Personal Insight: Reflective writing is deeply personal, focusing on the writer’s internal thoughts, feelings, and reactions. It requires introspection and a willingness to explore one’s own experiences in depth.
• Critical Analysis: Beyond simply describing events, reflective writing involves analyzing these experiences. This means looking at the why and how, not just the what. It involves questioning, evaluating, and interpreting your experiences in relation to yourself, others, and the world.
• Descriptive Narrative: While reflective writing is analytical, it also includes descriptive elements. Vivid descriptions of experiences, thoughts, and feelings help to convey the depth of the reflection.
• Focus on Growth: A central aim of reflective writing is to foster personal or professional growth. It involves identifying lessons learned, recognizing patterns, and considering how to apply insights gained to future situations.

These features combine to make reflective writing a powerful tool for learning and development.

It’s a practice that encourages writers to engage deeply with their experiences, challenge their assumptions, and grow from their reflections.

What Is the Structure of Reflective Writing?

The structure of reflective writing can vary depending on the context and purpose, but it typically follows a general pattern that facilitates deep reflection.

A common structure includes an introduction, a body that outlines the experience and the reflection on it, and a conclusion.

• Introduction: The introduction sets the stage for the reflective piece. It briefly introduces the topic or experience being reflected upon and may include a thesis statement that outlines the main insight or theme of the reflection.
• Body: The body is where the bulk of the reflection takes place. It often follows a chronological order, detailing the experience before moving into the reflection. This section should explore the writer’s thoughts, feelings, reactions, and insights related to the experience. It’s also where critical analysis comes into play, examining causes, effects, and underlying principles.
• Conclusion: The conclusion wraps up the reflection, summarizing the key insights gained and considering how these learnings might apply to future situations. It’s an opportunity to reflect on personal growth and the broader implications of the experience.

This structure is flexible and can be adapted to suit different types of reflective writing.

However, the focus should always be on creating a coherent narrative that allows for deep personal insight and learning.

How Do You Start Reflective Writing?

Starting reflective writing can be challenging, as it requires diving into personal experiences and emotions.

Here are some tips to help initiate the reflective writing process:

• Choose a Focus: Start by selecting an experience or topic to reflect upon. It could be a specific event, a general period in your life, a project you worked on, or even a book that made a significant impact on you.
• Reflect on Your Feelings: Think about how the experience made you feel at the time and how you feel about it now. Understanding your emotional response is a crucial part of reflective writing.
• Ask Yourself Questions: Begin by asking yourself questions related to the experience. What did you learn from it? How did it challenge your assumptions? How has it influenced your thinking or behavior?
• Write a Strong Opening: Your first few sentences should grab the reader’s attention and clearly indicate what you will be reflecting on. You can start with a striking fact, a question, a quote, or a vivid description of a moment from the experience.
• Keep It Personal: Remember that reflective writing is personal. Use “I” statements to express your thoughts, feelings, and insights. This helps to maintain the focus on your personal experience and learning journey.

Here is a video about reflective writing that I think you’ll like:

Reflective Writing Toolkit

Finding the right tools and resources has been key to deepening my reflections and enhancing my self-awareness.

Here’s a curated toolkit that has empowered my own reflective practice:

• Journaling Apps: Apps like Day One or Reflectly provide structured formats for daily reflections, helping to capture thoughts and feelings on the go.
• Digital Notebooks: Tools like Evernote or Microsoft OneNote allow for organized, searchable reflections that can include text, images, and links.
• Writing Prompts: Websites like WritingPrompts.com offer endless ideas to spark reflective writing, making it easier to start when you’re feeling stuck.
• Mind Mapping Software: Platforms like MindMeister help organize thoughts visually, which can be especially helpful for reflective planning or brainstorming.
• Blogging Platforms: Sites like WordPress or Medium offer a space to share reflective writings publicly, fostering community and feedback. You’ll need a hosting platform. I recommend Bluehost or Hostarmada for beginners.
• Guided Meditation Apps: Apps such as Headspace or Calm can support reflective writing by clearing the mind and fostering a reflective state before writing.
• Audio Recording Apps: Tools like Otter.ai not only allow for verbal reflection but also transcribe conversations, which can then be reflected upon in writing.
• Time Management Apps: Resources like Forest or Pomodoro Technique apps help set dedicated time for reflection, making it a regular part of your routine.
• Creative Writing Software: Platforms like Scrivener cater to more in-depth reflective projects, providing extensive organizing and formatting options.
• Research Databases: Access to journals and articles through databases like Google Scholar can enrich reflective writing with theoretical frameworks and insights.

Final Thoughts: What Is Reflective Writing?

Reflective writing, at its core, is a deeply personal practice.

Yet, it also holds the potential to bridge cultural divides. By sharing reflective writings that explore personal experiences through the lens of different cultural backgrounds, we can foster a deeper understanding and appreciation of diverse worldviews.

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• Why Does Academic Writing Require Strict Formatting?
• What Is A Lens In Writing? (The Ultimate Guide)

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Self Reflection on 1st Presentation

Self-Critique of my first presentation                                             Presenter: Drilona Aliu

Description of Experience 

Since I was the last one to present in class, I had the advantage of seeing everyone else presenting and catching on their strategies. It seemed that all the previous presenters were very comfortable on presenting and they rarely showed any sign on nervousness. Usually, I am able to control my nervousness by giving a “talk” to myself and I imagine myself as the subject matter expert. By having these positive thoughts in my mind, I am able to control nervousness that may be created as a result of the fear of talking in front of people and sharing something very personal such as part of my childhood.

The most challenging aspect of this presentation was creating a meaningful story through an effective framework that would transmit my emotions as a child and my journey to learn English. I find it very challenging when I have a lot to share but do not know how to properly deliver my message in a logical order. While watching the DVD, I was able to identify that this challenge was evident although I tried to hide it as I was speaking. The most surprising aspect of my speech was that I used a lot of facial expressions. This might have always been the case but because I never watched myself presenting I have not been able to identify this habit. I could have done better in certain areas such as volume and speech rate, but I believe that I gave a good overall impression.

I believe that my first speech was effective and kept the audience interested. There is more room to improve upon the introduction and conclusion such as engaging the audience in my opening question: As a child, what did you want to be when you grew up? Such questions are always a good way to start the speech as it keeps the audience interested. I also think that due to time management constraints, I could have done a better job on the conclusion such as ending my speech how this journey affected the path I chose in life. This would “justify” how English has played a role in my life and how he has influenced my personal and professional growth.

I believe that my delivery was generally clear and organized;  however, while watching the DVD I noticed that I need to work more on the speech flow and find effective ways to engage the audience. My posture and eye contact were good but I definitely need to work on my speech rate, such as making more pauses so the audience is able to “digest” the information provided and not feel overwhelmed with the amount of the information at a fast pace. I also think I “overdid” my hand gestures and this is something that I need to improve. Being from the Balkan region, it is part of our culture to excessively use hands when we talk. We are very expressive that way and that may be distracting for many people in the audience. There is also room for eliminating fillers such as um as I tend to use them quite a bit, especially in the beginning of my speech.

Overall, I believe that I have many strengths such as the ability to speak without feeling overwhelmed or very nervous,  to quickly think and avoid mistakes without getting frustrated (mistakes are for human beings), and to deliver my speech with  effective voice projection and eye contact. The main areas for improvement would be to engage the audience as they may relate more to my speech, use fewer facial and hand gestures, speak at a slower pace and make appropriate pauses, and use fewer fillers throughout the speech.

As a result, my goals to improve in public speaking are:

• Effectively organize and clearly deliver my main points. Each main point should be backed up with effective supporting points and examples to make it more illustrative for the audience. The steps I would take to improve on this goal are to develop  a detailed speech outline and rehearse it several times while timing itso I do not run out of time.
• Improve my speech rate. I tend to talk too fast and make very few or short pauses. It is my goal to improve my speaking pace so the audience will be able to follow it better. This can be achieved through multiple rehearsals and ability to select only worthy arguments (quantity vs quality).
• Last but not least is hand gesture control. Watching myself on the DVD made me realize that I use my hands a lot when I speak and sometimes that can be distracting for the audience. I need to work on using my hand gestures appropriately and a way to improve that is through recording myself every time I deliver a speech and reviewing it as that is something I do unconsciously.

There are many other things to improve and I am confident that I will be able to incorporate these changes in my next presentation!

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Study Skills

Reflective practice toolkit, introduction.

• What is reflective practice?
• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Many people worry that they will be unable to write reflectively but chances are that you do it more than you think!  It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.

What is reflective writing?

Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.

The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience. 

Remember...

Reflective writing is...

• Written in the first person
• Free flowing
• A tool to challenge assumptions
• A time investment

Reflective writing isn't...

• Written in the third person
• Descriptive
• What you think you should write
• A tool to ignore assumptions
• A waste of time

Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.

You can learn more about reflective writing in this handy video from Hull University:

Created by SkillsTeamHullUni

• Hull reflective writing video transcript (Word)
• Hull reflective writing video transcript (PDF)

Where might you use reflective writing?

You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:

1. Job applications

Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.

2. Appraisals

In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.

3. Written feedback

If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.

4. Blogging

Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.

5. During the research process

When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.

6. In academic writing

Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.

Think about ... When you reflect

Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!

Reflective terminology

A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:

• The most important thing was...
• At the time I felt...
• This was likely due to...
• After thinking about it...
• I learned that...
• I need to know more about...
• Later I realised...
• This was because...
• This was like...
• I wonder what would happen if...
• I'm still unsure about...
• My next steps are...

Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.

Using reflective writing in your academic work

Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.

You can see some useful examples of reflective writing in academia from Monash University ,  UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.

Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.

Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.

This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.

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• Next: Free writing >>
• Last Updated: Jun 21, 2023 3:24 PM
• URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit

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• Writing Tips

A Simple Guide to Reflective Writing

• 5-minute read
• 23rd May 2023

Reflective writing is the process of describing something you’ve experienced, evaluating its meaning, figuring out if you’ve learned anything from the experience, and then working out how the process can be beneficial.

Many people don’t know how to write reflectively or what’s required in the process.

This post will explain what reflective writing is. We will then show you how to organize and structure your own reflective writing in a simple and straightforward manner.

What Is Reflective Writing?

It’s a common belief that we can break down thinking into two processes: reflective and critical . The former can be part of the latter, but it’s more personal.

Reflective thinking, or a reflection, is a learning process that involves your own personal analyses of and responses to new situations, experiences, data, or events. There is no right or wrong way to think reflectively – it’s more about exploring different ideas and questions.

Reflective writing is a way to reach a deeper level of understanding on a given topic. Writing something down can help you analyze it.

Here are some common elements of reflective writing:

●  Analytical

●  Subjective (thoughts/opinions)

●  Free-flowing

●  Written in the first person

And here are some examples:

●  A personal response to something new

●  Field notes, journals, logbooks, peer reviews , blogs, etc.

What Is Nonreflective Writing?

While the goal of reflective writing is to come to a deeper level of understanding about a given topic, the goal of other forms of writing is often to explain, argue, or describe something in detail.

These are some elements of nonreflective  writing:

●  Descriptive

●  Objective (instructions/arguments)

●  Structured formally

●  Written in the third person

Here are some examples:

●  An explanation or argument

●  Research papers, statistical reports, persuasive essays , formal reviews, news articles, etc.

How to Write Reflectively

Because reflective writing is subjective, its structure is usually less formal. While being logical is important, you can also be creative, hypothetical, and opinionated.

A few different formats can help show you how to organize your reflective writing, but we’ll focus on a popular four-step approach that we often refer to as the DIEP strategy :

1. Describe

You begin by simply describing everything that happened. This includes what you did, saw, heard, etc.

This description should be the shortest portion of your writing, but it should include all the details you think are relevant.

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2. Interpret

The next step is to consider what the experience meant to you. Here, you can explore how and why something happened.

Some useful questions to ask yourself during the interpretation stage are:

●  How do I feel?

●  Have I acquired any new insights?

●  How does this experience connect with what I already know/believe?

●  What hypotheses or conclusions can I form?

3. Evaluate

This is where you analyze how valuable the experience was and consider why it happened. You should make judgments that are connected to the observations you’ve previously described and interpreted.

Here are some important things to examine at this stage:

●  Focus on the most important things you’ve observed or learned.

●  Identify the significance of any hypotheses or conclusions you’ve formed.

●  Examine whether you’ve developed any new skills that you can apply in the future.

Finally, you need to figure out what you’ll do with what you’ve learned and how you’ll do it. Come up with a plan to make any newly discovered information useful to yourself.

A few good questions to answer are:

●  Will my future behavior change based on what I’ve learned or experienced?

●  Why will this change occur, or why won’t there be any change?

●  What will I do next?

●  Do I need to acquire or develop any new skills to enact my plan?

Although beginning a piece of reflective writing can seem daunting, if you follow the four steps we’ve outlined above, it shouldn’t be too difficult. Just remember that it’s all about your observations and what you have (or haven’t) learned from a given experience.

The format for reflective writing can often be less strict, but you still want your writing to be readable. Here are a few things you should make sure to do:

●  Write from your own perspective.

●  Clearly outline the context of what you’re reflecting on.

●  Make sure your writing is structured well, with a beginning, a middle, and an end.

●  Use an appropriate writing style and ensure correct grammar and punctuation.

What Can I Do If I Need Help?

If you’re not confident in your overall writing ability, don’t worry. A professional proofreader can check your grammar, spelling, and punctuation. They can identify and correct errors and provide you with valuable feedback to help you improve.

Great proofreaders are not hard to find. A simple way to do so is to visit Proofed’s online platform . You’ll get any document you submit to us returned within 24 hours.

We’ll even proofread your first document for free!

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Student Presentation Reflections

Teachers as Paragons

I struggle with articulating this point, but for the purposes of this post, I think that the most valid student-teacher dynamic is not the Jedi Master and Padawan method, but instead one where a teacher serves as a paragon of a small set of skills/attributes and the student’s role is to assimilate their experiences with all of their teachers into their own paradigm.

While this viewpoint is not revolutionary, I find that hubris often prevents a teacher from maximizing the benefit of this approach. Too often I find myself or my peers trying to be too many things to too many students. I think it is important for a teacher to make explicit commitments about which skill or attribute they wish to be the avatar for.

I chose presentation skills as my niche of instruction because I benefited greatly from the Public Speaking and Speech and Debate classes I took in high school. When I was in college, I saw very clearly those of my peers who did not have those same opportunities. I vowed that my students would be afforded opportunities to develop their presentation skills in my class no matter the other classes offered by my school.

Reflection Process

I plan on creating many posts about the different resources, examples, and assignments that I use to improve my students’ presentation skills. One of the core strategies, and I believe the most powerful, that I use to improve student presentations is a presentation reflection process.

In order to make presentation reflections be a valid assignment, you must film your students as they present—something that my 11th grade Public Speaking teacher Mrs. Shank did for me 15 years ago. Admittedly, being filmed for a presentation was nerve-wracking; however, it was also amazing beneficial. However, instead of recording presentations on VHS cassette like Mrs. Shank did, I record presentations digitally and post them as unlisted YouTube videos .

Recording Presentations

Do yourself a favor and make sure that you use a tripod to record the student presentations. You might think you can cobble together books and tape to hold a camera steady, but this is the wrong call.

• If you plan on using your phone as the camera, you will need a mount to attach it to your tripod , and an improved microphone will certainly help with the audio quality, but it’s not necessary.
• If you plan on using a DSLR or mirrorless camera, then you really need to improve the audio. To improve the quality of the video’s captured sound, I suggest using a shotgun microphone .

Whatever hardware you use, it is important to share with the students the camera’s field of view, so they know where they should stand. The reflection assignment is much harder if the student does not appear on camera.

Reflection Assignment

Recording the presentation is the first step, but students will need to thoughtfully watch their presentations to see areas for improvement. To guide the students’ thoughts while they watch their presentation video, I developed three sequential reflection assignments, one for each of the major presentations in my class.

This reflection process is truly eye-opening. Students are routinely shocked when they watch the video and see the nervous fidgeting or hand-wringing that they swear never happened. The pedagogical impact of a student watching themselves on video is many times more powerful than even the most helpful rubric or feedback.

In addition to reflecting on what happened, an important part of the assignment is also identifying five points on which to improve and coming up with action items for each point. An example of an improvement point and an action item would be:

• I will look up the phonetic pronunciation of the words ahead of time and practice saying them to my teacher.

I always assign this as homework and give students a week to do the assignment after their presentation. I try very hard to make sure the videos get processed, uploaded, and shared with the students as soon as possible to make sure that things are fresh in their mind.

Students sometimes balk at the number of words they have to write. However, since they are writing semi-informally about themselves and have a video to go off, students routinely surpass 1000 words without blinking an eye.

Sometimes when I explain presentation reflections to teachers, they exclaim that it is too much work for them to do or they don’t know how to do the “video stuff” or something else along those lines. The video recording/editing process can be as basic or as advanced as you want it to be. Since video editing is a core part of my multimedia business, there is a lot of stuff that I do to the videos that is unnecessary but a point of pride for me.

In all honesty, a perfectly functional presentation video takes less than 3 minutes more than the presentation itself. Whether you spend 3 minutes or 30 minutes editing a presentation video, that time is returned many-fold by the presentation skill increase of your students.

Hands down, the most consistent piece of feedback I receive from alumni is that they dominate their presentations in college. This makes me very proud. I committed to developing presentation skills in my students since my very first year of teaching. Hearing back from alumni that they are drastically better than their peers at presenting puts a smile on my face every time.

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University of Sussex

• Starting at Sussex
• Critical thinking
• Note-making
• Presentations, seminars and group work
• Reading and research
• Referencing and academic integrity
• Revision and exams
• Writing and assessments
• Time management

Reflective writing

There are six topics in this section relating to writing and assessments:.

Critical essay writing | Reflective writing (this page) | Reports | Dissertations | Academic writing style, editing and proof-reading | Feedback

Saira talks about reflection

Saira: This year I do work in the Housing Law Clinic, so it's part of the clinical legal education module. That's 30 credits. So I chose to do that instead of a dissertation. And the whole module is essentially assessed on a reflective piece, which is very, very different to what I've been doing for the last two years or so. And that has been a great experience, and I definitely don't regret it because I think reflective pieces are so much different to essays. But you do get to think about, well, for me, specifically my role as a solicitor in the future, you know, why is it that I'm studying what I'm studying and how can I be the best version of myself when I am going into the workforce in relation to being a lawyer? And I'd say a lot of the time, it can also transfer into other aspects of academic life. So if you're doing, you know, an essay or a presentation, reflecting back on that is very important. So I'd say if you do get a chance to study that as one of your modules or do any type of reflective piece, then go for it.

What is reflection?

Reflection means thinking deeply about something. It requires conscious active thinking to increase our awareness.

When we reflect, we consider our feelings, past experiences, opinions, strengths and weaknesses. It may involve thinking back about a past event, considering a current situation or planning future actions.

Definitions: ‘Active, persistent and careful consideration' (Dewey, 1933: 9).

‘A process of looking back on what has been done and pondering on it and learning lessons from what did or did not work' (Conway, 1994).

Why is reflection important?

The process of thinking deeply involves critical analysis and takes time but leads to greater insight about ourselves – our assumptions, beliefs and motives.

As a result, we can identify ways to improve our academic skills, improve our study habits and gain greater insight into topics we are studying.

You may think you don’t have time to do this or not be sure how to do it but we aim to show you that it is a great tool to improve your understanding and academic progress.

Why is reflective writing useful?

You may already spend time thinking in a reflective manner or have discussions with someone else that leads to greater reflection; however, the act of writing down our thoughts formalises this process and often enables us to clarify ideas and identify themes more easily.

Additionally, this practice provides you with a written record that you can refer to at a later date.

When and how to use reflective writing

Reflective writing can help you to develop academic skills, better understand a topic you are studying, and enable you to review your progress at university.

You may need to do some reflective writing as part of an assignment for your course. This could be as a reading log, journal, blog, e-portfolio, work placement diary or reflective essay.

What is free writing?

This technique is sometimes used as part of reflection and involves deciding on a particular experience, problem or incident and writing down any feelings, thoughts and ideas that come to mind, without stopping to judge or correct grammar or spelling.

Free writing is done for a set period of time (e.g. 3, 5 or 10 minutes) and can be a great way to get started. It may enable you to access your inner thoughts, which may have been suppressed, thus leading to greater honesty.

By reviewing your writing afterwards, you can identify key themes. Combining free writing with a reflective writing model can be useful for making changes and planning future actions.

Reflecting on a past event

Reflection on action: Occurs after the event or may involve pausing to stop and think.

• can be used as a learning process
• can be undertaken alone or in a group
• can be used to reflect on reflection-in-action.

To lead to change, reflecting on a past event depends on the awareness of a problem and thinking about ways to address it.

Working through alternative strategies leads to:

• the solution of the problem
• the formation of a new concept.

Now let’s examine this example model diagram below (Dewey's 1933 model of reflective thought):

This is a basic 7 arrowed circle, as each part goes from one to the other. However, after point 5, number 6 completes the circle but number 7 veers off to form a new idea. Contemplate the seven points below.

1. Awareness that familiar approach is not working

2. Mental work and definition of problem

3. Studying the situation and creating a working hypothesis

4. Reasoning

5. Testing the hypothesis

6. Solution of the problem and control of the action

7. Formation of a new idea

Reflective writing exercise - reflecting on an event

Write about the key moments in your life that led to your choice of subject at university.

• what happened?
• who was involved?
• how did the experience influence you?

Write at least 250 words

Watch this YouTube video, ' Writing a reflection ' which has examples and tips on reflective writing - Neil M. Goldman (2012)

Reflecting in a present event

Reflecting in an event - Example Model, Schön (1991):

• Advantages: Helps professionals like medics and sports players to gain professional artistry and increase professional confidence.
• Criticisms: Highlights the difference between reflective hindsight and reflective insight but provides minimal guidance for either.

This simple diagram shows a large box with the words ‘Reflection in action' in its centre. A large arrow is coming away from it embedded with four distinct titles within it.

- The experience itself

- Thinking about it during the event

- Deciding how to act at the time

- Acting immediately

Reflective techniques

What sort of reflective writing will i be expected to produce.

In teaching and learning contexts such as university, students are sometimes asked to reflect on the submission of a piece of researched work, their reflection forming part of summative assessment.

In this case, the student has little chance to apply any insights going forward. However, reflective writing at this level more often forms part of formative assessment, e.g. the student reflects on a draft before final submission, enabling them to build on reflective insights.

A third kind of reflection, reflecting in an event, is associated with professional practice, e.g. a nurse might reflect on their actions while treating a patient and write up the experience afterwards. Most students are unlikely to be required to reflect in this way.

Getting started

Beginning a first piece of reflective writing can seem daunting and it's easy to procrastinate. Where to start?

Here are some suggestions:

• Adopt a framework. Use one of the models, such as Gibbs (1988) to provide section headings for your work. The stages in Gibbs's cycle are description, feelings, evaluation, analysis, conclusion, action plan.
• Invite others to critique your work. Being open to criticism may result in difficult feelings. You don't have to agree with all the comments. They provide material for your discussion.
• Consider alternative courses of action. In your reflection, acknowledge what you didn't do. Recognise what you could have done. How could you have improved what you did do? How could you make better choices next time?
• Draw up a timetable and resources for change. End your reflection with a plan. When will you practise the new technique you would like to try? What materials do you need for the exercise? Where can you find the materials?

Reflection doesn't have to take a written form. Some alternatives are:

Reflective summaries

Diagrammatic representation

Creative representation

Perspective taking

Interaction

• peer- or group discussion
• problem-based learning.
• include the positives
• remember to reflect on things that went well. How did they arise? What can you learn from them?

Why can some reflective writing seem unconvincing?

Some writers approach a piece of reflective writing as a mechanical exercise to be completed at the last minute. They describe the object of reflection - the written report or oral presentation, the background, the mistakes they made, and an error-free future. The reflective writing that results can seem like close ups of a shadowy landscape.

Instead, the reader needs to see the landscape through human eyes, preferably from a high vantage point. To make relationships clear in this way takes time, and the development of reflective techniques is likely to be a gradual cognitive process.

Some people may be predisposed to reflection. If your preferred learning style is different, you can develop a reflective approach through practice.

Reflection vs review

When you review a piece of work, you measure it against objective conventions, e.g.

• have I included a thesis statement in the introduction?
• does the literature review synthesise rather than list published sources?
• is the reference list in alphabetical order?

When you reflect on a piece of work, you are open to many alternative possibilities in its construction, argument, expression and presentation. It's hard to generate these alternative perspectives yourself. Sometimes, it's helpful to invite them from other people. Their comments can stimulate the necessary reflection.

Experiential learning cycle

Kolb's experiential learning cycle (1984)

Advantages:

• develops metacognition
• encourages critical thinking
• provides opportunities for dialogue or feedback
• engages students in their own learning
• creates a more permanent record for later reference.
• over self-critical inspection
• possibility of an infinite regress of reflection on action
• fear of the unknown reader
• negative thinking
• absence of an end point.

What is Kolb's cycle of experiential learning?

The learning cycle basically involves four stages, namely: concrete learning (feeling), reflective observation (watching), abstract conceptualisation (thinking), and active experimentation (doing).

Effective learning can be seen when the learner progresses through the cycle, having an experience and reflecting on it.

Other topics in this section relating to Writing and assessments:

Critical essay writing | Reflective writing (this page) | Reports | Dissertations | Academic writing style, editing and proof-reading | Feedback

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Critical Reflection

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Writing Critical Reflection

Reflective writing is a common genre in classrooms across disciplines. Reflections often take the form of narrative essays that summarize an experience or express changes in thinking over time. Initially, reflective writing may seem pretty straightforward; but since reflective writing summarizes personal experience, reflections can easily lose their structure and resemble stream-of-consciousness journals capturing disjointed musings focused on only the self or the past.   

Critical reflection still requires a writer to consider the self and the past but adopts an argumentative structure supported by readings, theories, discussions, demonstrated changes in material conditions, and resources like post-collaboration assessments, testimonial evidence, or other data recorded during the collaboration . Common arguments in critical reflections present evidence to demonstrate learning, contextualize an experience, and evaluate impact. While critical reflections still require authors to reflect inwardly, critical reflection go es beyond the self and examine s any relevant contexts that informed the experience. Then, writers should determine how effectively their project addressed these contexts. In other words, critical reflection considers the “impact” of their project: How did it impact the writer? How did it impact others? Why is the project meaningful on a local, historical, global, and/or societal level? H ow can that impact be assessed?  

In short: reflection and critical reflection both identify the facts of an experience and consider how it impacts the self. Critical reflection goes beyond this to conceive of the project’s impact at numerous levels and establish an argument for the project’s efficacy. In addition, critical reflection encourages self-assessment—we critically reflect to change our actions, strategies, and approaches and potentially consider these alternative methods.  

Collecting Your Data: Double-Entry Journaling

Double-entry journaling is a helpful strategy for you to document data, observations, and analysis throughout the entire course of a community-based project. It is a useful practice for projects involving primary research, secondary research, or a combination of both. In its most basic form, a double-entry journal is a form of notetaking where a writer can keep track of any useful sources, notes on those sources, observations, thoughts, and feelings—all in one place.  

For community-based projects, this might involve:  

• Recording your observations during or after a community partner meeting in one column of the journal.  
• Recording any of your thoughts or reactions about those observations in a second column.   
• Writing any connections you make between your observations, thoughts, and relevant readings from class in a third column.  

This allows you to document both your data and your analysis of that data throughout the life of the project. This activity can act as a blueprint for your critical reflection by providing you with a thorough account of how your thinking developed throughout the life of a project.   

The format of a double-entry journal is meant to be flexible, tailored to both your unique notetaking practice and your specific project. It can be used to analyze readings from class, observations from research, or even quantitative data relevant to your project.  

Just the Facts, Please: What, So What, Now What

Getting started is often the hardest part in writing. To get your critical reflection started, you can identify the What , So What , and Now What? of your project. The table below presents questions that can guide your inquiry . If you’re currently drafting, we have a freewriting activity below to help you develop content.  

Freewrite your answers to these questions; that is, respond to these questions without worrying about grammar, sentence structure, or even the quality of your ideas. At this stage, your primary concern is getting something on the page. Once you’re ready to begin drafting your critical reflection, you can return to these ideas and refine them.  

Below are some additional prompts you can use to begin your freewriting. These reflection stems can organize the ideas that you developed while freewriting and place them in a more formal context.  

• I observed that...  
• My understanding of the problem changed when...  
• I became aware of (x) when....  
• I struggled to...  
• The project's biggest weakness was…  
• The project's greatest strength was…   I learned the most when...  
• I couldn't understand...  
• I looked for assistance from...  
• I accounted for (x) by...  
• I connected (concept/theory) to...  
• (Specific skill gained) will be useful in a professional setting through…  

Analyzing Your Experience: A Reflective Spectrum

Y our critical reflection is a space to make an argument about the impact of your project . This means your primary objective is to determine what kind of impact your project had on you and the world around you. Impact can be defined as the material changes, either positive or negative, that result from an intervention , program , or initiative . Impact can be considered at three different reflective levels: inward, outward, and exploratory.

Inward reflection requires the writer to examine how the project affected the self. Outward reflection explores the impact the project had on others. Additionally, you can conceptualize your project’s impact in relation to a specific organization or society overall, depending on the project’s scope. Finally, exploratory reflection asks writers to consider how impact is measured and assessed in the context of their project to ultimately determine: What does impact look like for the work that I’m doing? How do I evaluate this? How do we store, archive, or catalog this work for institutional memory? And what are the next steps?  

This process is cyclical in nature; in other words, it’s unlikely you will start with inward reflection, move to outward reflection, and finish with exploratory reflection. As you conceptualize impact and consider it at each level, you will find areas of overlap between each reflective level.   

Finally, if you’re having trouble conceptualizing impact or determining how your project impacted you and the world around you, ask yourself:   

• What metrics did I use to assess the "impact" of this project? Qualitative? Quantitative? Mixed-methods? How do those metrics illustrate meaningful impact?  
• How did the intended purpose of this project affect the types of impact that were feasible, possible, or recognized?  
• At what scope (personal, individual, organizational, local, societal) did my outcomes have the most "impact"?  

These questions can guide additional freewriting about your project. Once you’ve finished freewriting responses to these questions, spend some time away from the document and return to it later. Then, analyze your freewriting for useful pieces of information that could be incorporated into a draft.  

Drafting Your Critical Reflection

Now that you have determined the “What, So What, Now What” of your project and explored its impact at different reflective levels, you are ready to begin drafting your critical reflection.  

If you’re stuck or find yourself struggling to structure your critical reflection, the OWL’s “ Writing Process ” [embe ded link ] resource may offer additional places to start. That said, another drafting strategy is centering the argument you intend to make.  

Your critical reflection is an argument for the impact your project has made at multiple levels; as such, much of your critical reflections will include pieces of evidence to support this argument. To begin identifying these pieces of evidence, return to your “reflection stem” responses . Your evidence might include :  

• H ow a particular reading or theory informed the actions during your partnership ;  
• How the skills, experiences, or actions taken during this partnerhsip will transfer to new contexts and situations;  
• Findings from y our evaluation of the project;  
• Demonstrated changes in thoughts, beliefs, and values, both internally and externally;  
• And, of course, specific ways your project impacted you, other individuals, your local community, or any other community relevant to the scope of your work.  

As you compile this evidence, you will ulti mately be compiling ways to support an argument about your project’s efficacy and impact .  

Sharing Your Critical Reflection

Reflective writing and critical reflections are academic genres that offer value to the discourse of any field. Oftentimes, these reflective texts are composed for the classroom, but there are other venues for your critical reflections, too.  

For example, Purdue University is home to the Purdue Journal of Service-Learning and International Engagement ( PJSL ) which publishes student reflective texts and reflections with research components. Although PJSL only accepts submissions from Purdue students, other journals like this one may exist at your campus. Other venues like the Journal of Higher Education Outreach and Impact publish reflective essays from scholars across institutions, and journals in your chosen discipline may also have interest in reflective writing.  

Document explaining the theories, concepts, literature, strategies that informed the creation of this content page.  

Reflective Writing

Nov 13, 2014

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Reflective Writing. “We do not learn so much from experience as we do from reflecting on our experience.” – John Dewey. PPT provided by Alan Olson and available for use as needed. Reflective Writing.

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Presentation Transcript

Reflective Writing “We do not learn so much from experience as we do from reflecting on our experience.” – John Dewey PPT provided by Alan Olson and available for use as needed.

Reflective Writing • Reflection can increase a student’s awareness of the learning value they received from an experience. Writing can help increase the chance that a student’s learning is not limited to the past, but rather the experience has value for the student’s future. • “Just as no man lives or dies to himself, so no experience lives and dies to itself. Every experience lives on in further experiences.” - John Dewey

Reflective Writing • In order to think and write well reflectively, a student must carefully consider what she or he has learned during an experience. Reflective writing involves a process of self-assessment that can be meaningful and memorable whether it is associated with classroom projects, portfolio reflections, assessment activities, in journals about field or lab experiences, and much more.

An important decision … • How formal should the student writing be? • I have assignments that I am 100% concerned about the thought and learning the students’ expresses. • I have assignments that I want the students to write as if the product they send to me is a letter going out to parents. • Either way – if the topic is reflective writing, the content I am looking for is not focused on what the student did as much as it is about what the student learned and how the experience has potential to benefit he or she in the future.

Reflective Writing: personal experience as a teacher • Too much direction from the teacher may lead the students to writing what he or she thinks the teacher wants to hear. • Too little direction from the teacher may yield a series of short, writings that state “I did this and this and this.” The writer’s emphasis becomes a reporting of what the student did without valuable comments about what the student actually “learned and will be able to do in the future because of this experience”.

Reflective writing • A student’s reflective writing can be even more meaningful if a teacher can provide timely and descriptive feedback.

Classroom use of reflective writing with one Ability project.

Abilities – Skills - Levels University Abilities Abilities – Skills - Levels

VCSU Course Portfolio Project: VCSU Ability: Collaboration - to work together to reach a common goal. Skill: Positive Interdependence – understands responsibility and acts appropriately to promote the group’s success. Level Four: Self-Assesses Group Contributions Course Ability Project: Collaborative peer teaching lesson involving measurement .

Students in Math 278 will ... • Learn the content presented in the lesson. • Be in contact with the Smartboard. • Create a mathematics game that help fellow classmates have a fun learning experience, that will also be intended for use with students in the future. • Find Websites to help students review content for “today”, as well as to prepare resources as teachers for the future. • Develop sample problems, practice and test questions that give students real-life math application opportunities. • Prepare an electronic copy of a lesson plan, assignment, test, and PowerPoint that will be shared in advance with instructor, and after the lesson with all the students in the class so everyone may benefit from the content of the lesson. • Work collaboratively with peers to Plan a high quality lesson, Implement and make adjustments in a lesson, and create an Evaluation device for a lesson. (PIE + R) • *Reflect on what you have learned so this experience will benefit you in the future.

Reflection(Considerations for writing your reflective statement, due after your group presents their project to class. I need these turned in before I can complete my grading. The bold print is the type of thinking you want to address for your graduation portfolio.) • Part IWhat happened? • Part II What went well? What parts of this lesson would you consider using in the future? • Part III What would you change to help your future students learn? • Part IVWhat did I learn about collaborating with a group? • Part V What did I learn about myself as a member of a group working toward a common goal? • Part VIHow will I be able to collaborate with faculty, students, and others in the future? • Not all three of these examples are strong. Example 1 Example 2 Example 3

It is interesting to read student reflections to have a better understanding of what students are learning and finding most meaningful! “Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.” – John Dewey

It’s nice to hear different ideas to work out problems and work collectively to find the solution we find most valuable. One part of the project that I think I would be able to use in my classroom is the Mr. Gallon. It was a great visual aid for students to see conversions. The lesson we did was directed towards an upper elementary classroom. I would make the problems that we had a little easier for the lower level of students that I wish to teach. I learned that it is difficult to get group members together. We had to use our class time, plus we had to email and organize what all of us needed to do. Finding a time to meet was tough, we did finally get together and everyone chipped in to due their part in the end. I liked the end product, but I learned that it collaboration can involve frustrating moments. Brief snapshots of sentences written by students that are examples of reflective statements from the past…

More examples of reflective thoughts … • I really enjoyed doing this project, and I think I will save this PowerPoint and use it in my future classes. • I learned that when working with a group I like to have creative control over what things will look like or how they will be presented. I need to learn to allow others to be in charge and take responsibility for their parts instead of taking them on myself. • I learned I have to listen to other people. Sometimes it is hard for a group to make a decision because there are so many ideas and thoughts. Working as a group, members not only have to share their information, but also listen to each other. • I think that collaborating with others in the future will be very good for me. I think the more I work with others on projects, the more I will learn. Different people always provide various kinds of information, and I think that is very beneficial in working in a group. I will be able to collaborate with faculty, students, and others in the future by allowing myself to open up to new ideas that people have. I find that if you have an open mind, things usually go more smoothly.

Reflective Writing in: • Class writings: will encourage preservice teachers to understand the value and connection of mathematics in their own lives and promote awareness for children of varying cultural backgrounds to learn the relevance of mathematics and problem solving skills in their lives. Journal writings are assigned to seek student thought and build student-instructor connections. Reflection for improvement is a goal for both teaching and learning. Students write about their experiences and philosophy of math with the goal of learning from previous math experiences as they continue to develop their knowledge base and understanding of the importance of mathematics in their future. • Examples of reflective topics the math class will write on and discuss together in class: • Why do children need to learn mathematics? • Explain your previous experiences, triumphs and disasters in mathematics. • In your experiences, have girls and boys been taught math equally and fairly? • How do you use mathematical skills in your life? • What should an elementary educator know about mathematics and be able to do as a teacher? Example

Reflective Writing in Journals: Topic starter journaling ideas for field experiences: Student Teaching

If the student feels a course project is an example of their best work, the project may be selected by the student for his or her graduation portfolio.

Collaboration–example of a student portfolio slide • In this collaborative project, our group taught a lesson on English/Metric System comparisons. • Our project included: • A Lesson plan • An assignment with practice problems • Use of a PowerPoint • Use of the Smartboard • Use of Related Websites • Ten test questions • A math game • Each member taught at least one portion of the lesson and we each wrote a reflection paper at the end of the experience. • (This is only a sample, the links are not live.) Reflection

Reflective Writing in Portfolios: • General Portfolio Ideas • Portfolio purpose • Portfolio Reflection • Specific Examples • Collaboration Portfolio Reflection • Video • 2nd reflective example

Reflective Writing • To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelligent dealing with further experiences. • Reflection is the heart of intellectual organization and of the disciplined mind. • The most important attitude that can be formed is that of desire to go on learning. – John Dewey

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Reflective writing

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Reflective Writing. A self portrait of me as a writer and a learner. Guiding Question. How have I grown as a writer?. Consider the writing lessons we’ve done this year in fourth grade. Which part of the writing process do you enjoy/don’t you enjoy? What strategies have you learned?

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REFLECTIVE WRITING

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Reflective writing. By Keith Barker-Jones . What is reflection?. Bolton (2006) believes the term ‘reflective practice’ to be unhelpful. She cites a ‘mirror reflection’ as being merely an image reproduced back-to-front. In contrast, the term becomes useful if one

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Personal / Reflective Writing. Moving towards reflective writing. Personal Writing. Will probably be a memory of something that has happened to you Will include thoughts and feelings Written in 1 st person. Reflective writing.

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Reflective Writing. A self portrait of me as a writer and learner. Guiding Question. What is reflection and what is the purpose of the reflective entry in the Kentucky Writing Portfolio?. Definitions.

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Reflecting on Reflective Writing

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Reflective Writing. What is reflection. The process of stepping away from something in order to think more deeply about it. Who are you? Why do you feel a certain way? Why do you act in a certain way? How did an experience help to shape you as a person?

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Reflective Writing . Higher English. Titles. Not- Reflective Essay Choose something which relates to your main reflections The Diagnosis/ Just One More Wish / Enlightenment / The Crowd/ Two Blue Lines . Introductions. Must engage the reader

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Reflective Writing Workshop

Reflective Writing Workshop. Dr Andrew Boyd 2011. Thoughts on Reflective Practice. Do you reflect on your clinical practice? Why? How? Verbal? Written? With who? What are your thoughts/feelings on writing reflectively ? In what settings do you reflect?

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Reflective Writing. Final Tips. What is reflection. The process of stepping away from an experience in order to think more deeply about it. Why did you feel a certain way? Why did you act in a certain way? How did this experience help to shape you as a person? Why is this important to you?.

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Reflective Writing. Critical Essay. Close Reading. Creative / Reflective. Discursive. EXAM. FOLIO. EXTERNAL ASSESSMENT. Higher English Assessment Overview. INTERNAL ASSESSMENT. Literary Study Unit. Language Study Unit. Textual Analysis NAB. Close Reading NAB. Writing Submission.

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Reflective Writing Assignments

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Reflective Writing. Introduction. Marking Period’s Essential Question To what extent are our identities shaped by our relationships to people, places, and things ? Texts Night by Elie Weisel excerpts from Maus by Art Speigelman &quot;Etched on a table&quot; by Peter Orne

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Reflective Writing. A self portrait of myself as a writer and a learner. Guiding Question. How do we write a rough draft of a reflective piece of writing?. Activity. Picture in your mind a reader for your reflective letter. Who would be most interested in your growth as a writer?

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The Reflective Log Writing

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Reflective writing. Jill Wilson September 2009. From Samuel Johnsons dictionary. (born 18 th September 1709 - 300 yrs ago today) Reflective: Considering things past Practice Habit, use, dexterity. Reflective Practice.

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Personal and Reflective Writing

Personal and Reflective Writing. What is it?. Personal. About you. About your experiences. About your thoughts, feelings, opinions, ideas…. Reveals your character, personality and thought processes. What is it?. Reflection. Characterised by quiet thought or contemplation. To Reflect.

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Reflective Writing. As the diagram suggests, a reflection paper is your identification of the main themes of the readings integrated with your classroom experience and how both affect your thinking and practice. Reflective Practice.

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Examples of Reflective writing The Presentation

Related Papers

The Impact Of Adventure-Based Training On Team Cohesion And Psychological Skills Development In Elite Sporting Teams ABSTRACT This research project adds to the growing body of knowledge that demonstrates the positive effects an adventure-based training intervention can have on a participant’s ability to transfer learning and new skills back to life outside the training venue. The research examined the impact of an adventure-based training intervention on the group cohesion and psychological skills development of elite netball players. Data was gathered using both quantitative and qualitative methodologies. Quantitative data measuring group cohesion was assessed by means of the group environment questionnaire (GEQ) (Carron, Brawley & Widmeyer, 1985). In qualitative terms, focus group and one on one phenomenological interviews were triangulated against observational and statistical data to help build a picture of the athletes’ experience. In the phenomenological tradition, obtaining the athletes’ perspective of the intervention was most important. With this approach, both the outcomes and the process that led to the outcomes were comprehensively documented. This book would be a valuable resource for those needing research to support the efficacy of adventure-based training, or for individuals wanting a teaching tool that clearly articulates the facilitation of the change process using techniques such as metaphoric framing, edgework, funneling, and frontloading.

siriporn pitimanaaree

Instructional Science

gibbs recycleing

Clive Palmer (National Teaching Fellow)

The focus of this paper is to consider what might be learned from personal narratives about educational experiences with the pedagogical aim of gaining some real-life insight to both learner and therein, teacher behaviour. 14 first year B.A. (Hons) Outdoor Leadership students (average age 18-20 years) were asked to write about positive and negative experiences in their education spanning Primary and Secondary School, and Further Education Colleges. Using rich descriptive writing each student wrote approximately 500 words on what has been broadly grouped as a ‘good pedagogy’ or a ‘bad pedagogy’ with unique titles for each of their stories. Thus, 28 vignettes with interesting and often complex contrasts in motives and outcomes for learners emerge, all from a learner’s perspective, but much to inform the aspirant or practicing teacher. A significant outcome from this research is to realise that both the learner and teacher exert considerable forces upon each other to get along in a highly pressurised world i.e. the educational establishment. From working with these students’ accounts and reflections, it seems all too easy to overlook that as educators, we are catering for individuals in a mass education system.

Stephanie Borg Bartolo

T. Hall , Bonnie Thompson Long

Reflection represents a foundational, core developmental activity in teacher professional education. Reflection can, however, prove challenging, and even problematic, particularly for novice, pre-service teachers (Calderhead, 1989; Hatton & Smith, 1995; Korthagen, 2001a; MacLeod & Cowieson, 2001; Moon, 1999). Narrative and technology potentially afford possibilities to render reflection more engaging and interactive (Barrett, 2005c). Employing design-based research (DBR) methodology, the research reported in this thesis set out to explore whether and how digital storytelling - as a potential synergy of narrative and technology - could be designed and deployed to enhance reflection in initial teacher education. Positioned in the context of similar developments and innovations internationally, this research is inspired by, and builds on the extant international research in the field of digital storytelling. Following a DBR process, the research utilised a theoretically-informed design framework: R-NEST, to explore systematically the development of a digital storytelling intervention with 308 pre-service teachers. The intervention, in three major design cycles, was undertaken on a longitudinal basis, over a period of four years. The intervention was evaluated using a range of products from the design process, including the pre-service teachers' completed digital stories, their ‘working portfolios’, online discussion boards, a post digital storytelling questionnaire and qualitative feedback. The data derived from these evaluations are the subject of critical analysis, informed by the R-NEST design model. The contribution of the thesis to the understanding of digital storytelling as a technology-enhanced reflective process for pre-service teachers is significant and threefold. Firstly, the research establishes systematically the potential of DST as a technology-enhanced reflective process for supporting and augmenting reflection in ITE. Secondly, through the detailed articulation of a longitudinal and repeatable DBR process, the thesis demonstrates practically how a digital storytelling intervention was designed and developed to enhance reflection in an ITE program. Thirdly, the thesis contributes to advancing design research, producing a design model: R-NEST, which can be adapted and adopted by other design researchers, educators and education technologists, in designing DST to enhance pre-service teachers' professional practice learning. Although beyond the immediate scope of this thesis, this robust R-NEST design model could be adapted to support the design of technology to enhance professional learning in other disciplines.

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Teaching reflective writing: presentation

A presentation on teaching reflective writing that forms part of the new to teaching toolkit.

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Reflective Writing PowerPoint Presentation And Google Slides

Reflective Writing Presentation Slides

Reflective Writing, a transformative practice, encourages individuals to explore their thoughts, experiences, and emotions, fostering self-awareness, critical thinking, and better decision-making. This versatile tool finds applications in education, healthcare, and personal development, nurturing a culture of continuous learning. The Reflective Writing PowerPoint Template caters to educators, professionals, and students alike, simplifying the presentation of reflective writing concepts. With fully editable slides, it allows customization for clear and engaging messages, elevating the impact of presentations. This resource inspires audiences to embrace reflective writing, fostering self-discovery, improved decision-making, and personal and professional growth—a catalyst for positive transformation in the evolving landscape of life and learning.

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